Disposition assessment in teacher education: A framework and instrument for assessing technology disposition

Jung, Eunjoo; Rhodes, Dent M.; Vogt, W. Paul

doi:10.1080/08878730609555385

Cited by 7 publications

(10 citation statements)

References 21 publications

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“…Willis and Mehlinger (1996) also noted studies that found completion of a course on educational computing improves attitudes toward technology in the classroom of inservice teachers (Baird, Ellis, & Kuerbis, 1989;Berger & Carlson, 1988;Madsen & Subastiani, 1987) and preservice teachers (Anderson, 1991;Huppert & Lazarowitz, 1991;Savenye, Davidson, & Orr, 1992). Other more recent studies support these findings as well (Albion, 2001;Brinkeroff, 2006;Ertmer, Addison, Lane, Ross, & Woods, 1999;Gunter, Gunter, & Wiens, 1998;Jung, Rhodes, & Vogt, 2006;Kumar & Kumar, 2003;Milbrath & Kinzie, 2000;Nanjappa & Lowther, 2004;Okinaka, 1992;Richardson-Kemp & Yan, 2003;Stuve & Cassady, 2005;Wang, Ertmer, & Newby, 2004;Watson, 2006;Yildirim, 2000).…”

Section: Preservice Teacher Education Students' Attitudes Toward Techmentioning

confidence: 65%

“…Even though some of the more current studies expand upon previous findings on teachers' self-efficacy and technology (Stuve & Cassady, 2005;Wang et al, 2004;Watson, 2006), other studies provide a more complex picture about teachers' perceptions of technology. For example, several researchers examine the relationship between technology and teachers' beliefs (Albion & Ertmer, 2002;Ertmer, 2005;Judson, 2006;Levin & Wadmany, 2006;Lumpe & Chambers, 2001;Swain, 2006), as well as the assessment and influence of dispositions vis-á-vis technology (Jung et al, 2006;Vannatta & Fordham, 2004). In general, these studies show that although self-efficacy plays a large role in the degree to which technology is utilized, they also demonstrate that factors such as owning a computer, quality of instruction, among several others, are often just as important as one's confidence in using technology.…”

Section: Preservice Teacher Education Students' Attitudes Toward Techmentioning

confidence: 99%

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A Longitudinal Assessment of Teacher Education Students' Confidence toward Using Technology

Milman

Molebash

2008

Journal of Educational Computing Research

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This article describes the findings of a longitudinal study examining how teachers' confidence toward using technology have evolved, if at all, since taking an educational technology course during their preservice teacher education experience. Pre-and post-surveys were administered to undergraduate and graduate teacher education students at the beginning and end of an educational technology course, as well as several years later. Findings show that the overall instructional and personal confidence scores were significantly higher than when compared to the pre-course survey mean, although lower than the post-course survey mean.

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Section: Preservice Teacher Education Students' Attitudes Toward Techmentioning

confidence: 65%

Section: Preservice Teacher Education Students' Attitudes Toward Techmentioning

confidence: 99%

A Longitudinal Assessment of Teacher Education Students' Confidence toward Using Technology

Milman

Molebash

2008

Journal of Educational Computing Research

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“…Thus, behaviors do not necessarily result from dispositions. However, the idea behind dispositions is that they can be used to predict future trends in behavior (Jung et al, 2006). For example, a teacher who possesses a high level of technology disposition in teaching mathematics is more likely to use it in his or her pedagogical decisions.…”

Section: The Framework Of Technology Dispositionsmentioning

confidence: 99%

“…There is no consensus in the related literature regarding what constitutes technology competence. For instance, being adaptable to change could be a sign of technological proficiency (Jung et al, 2006). Chai et al (2013) describe technology competence as teachers’ self-efficacy (perceptions of their knowledge and skills).…”

Section: The Framework Of Technology Dispositionsmentioning

confidence: 99%

Examining the changes in mathematics teachers’ technology dispositions through GeoGebra-mediated professional development

Benning

Linsell

Ingram

2023

Asian Journal for Mathematics Education

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Drawing on a technology dispositions framework, this study examined the changes in teachers’ beliefs, attitudes, competence, and behavioral intentions toward the use of technology in the mathematics classroom, following their engagement in professional development (PD) mediated by GeoGebra software. In a case study research design, 11 mathematics teachers from a senior high school in Ghana were purposively selected to engage in a 1-year PD program. They worked in teams to design and enact GeoGebra-based mathematics lessons. A self-report questionnaire, semi-structured interview, and lesson observation were used for data collection. Self-report data were analyzed using mean, SD, paired sample t-test, and Hedges’ g. Interview and lesson observation data were analyzed using a thematic approach. The results indicated that teachers’ pedagogical beliefs, affective attitudes, and competence toward technology changed following the PD. To some extent, they were able to make the goals of their mathematics lessons explicit and sequenced their instructional activities to engage students’ geometric and algebraic thinking. However, their intention to put the new pedagogy into classroom practice in the future depended on multiple contextual factors: administrative support, continual professional training, and provision of adequate technology facilities. These findings have implications for practices in mathematics education, technology dispositions frameworks, and PD.

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“…Scholarly and professional discussions related to the nature and acquisition of dispositional outcomes for teacher and leader candidates have increased significantly in the last several years (e.g., Damon, 2005; Hillman et al , 2006; Jung et al , 2006; Maylone, 2002; Schussler, 2006). As identified in the introductory section of this paper, the impetus for such sustained dialogue may be attributed, in part, to professional and accrediting organizations' expectations for teacher education programs to cultivate and document appropriate professional dispositions in teacher and leader candidates.…”

Section: Dispositions and Attitudesmentioning

confidence: 99%

Moral literacy for teacher and school leadership education: a matter of attitude

Leonard

2007

Journal of Educational Administration

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PurposeThe purpose of this paper is to provide a framework for conceptualizing three dispositional‐related stages that educators may experience in their professional careers and address the implications of these stages for integrating moral literacy perspectives into initial and advanced teacher and leader certification programs.Design/methodology/approachThe dispositional conceptual framework is presented and discussed from the author's viewpoint. The contention is that there is at least some general consistency that teacher and leader program candidates, at various stages of their professional careers, may experience and reflect in the attitudes – a component of dispositions – that they bring to the university classroom learning environment.FindingsObservations and insights about the consistency of dispositions within each of three program candidate groups are discussed. The dispositions emerged as: attitude formation; attitude adjustment; and attitude alignment. Within the context of course development and through that process of course delivery, the author describes how an understanding of candidates' attitudinal stages informed decisions about course content and instructional strategies to facilitate an ethos of values inquiry and reflection.Originality/valueThe framework may be useful to professors of education interested in integrating values inquiry and moral agency into their teaching.

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Disposition assessment in teacher education: A framework and instrument for assessing technology disposition

Cited by 7 publications

References 21 publications

A Longitudinal Assessment of Teacher Education Students' Confidence toward Using Technology

A Longitudinal Assessment of Teacher Education Students' Confidence toward Using Technology

Examining the changes in mathematics teachers’ technology dispositions through GeoGebra-mediated professional development

Moral literacy for teacher and school leadership education: a matter of attitude

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